Integrating oral assessment in engineering - a program-based approach focused on student competency development

The pandemic and the evolution of generative artificial intelligence (AI) systems have disrupted traditional learning assessment methods. These changes have necessitated the experimentation of alternative forms of assessment, some of which have been permanently adopted. This is the case with oral assessment in the Chemical Engineering program at Polytechnique Montréal, where this assessment method has been in use for over 15 years. Recent developments have helped to solidify the role of oral assessment in the program and extend the approach to other courses. This paper describes the principles of oral assessment, the general structure of the Bachelor’s program in Chemical Engineering, the implementation of this form of assessment over the four years of the program, and the success conditions of such a system. The originality of this contribution lies in identifying and operationalizing the elements necessary to make it an inclusive, non-anxiety-inducing, and respectful system for students.

Mots clés

• oral assessment
• evaluation
• program-based approach
• capstone projects